further steps: how to make your initiative sustainable
TRANSCRIPT
Further steps: How to make your initiative sustainable
Steve Outram
Introduction
Review progress made and identify things that have worked and things that are giving concern
Steve Outram
Reviewing your change management architecture
The set of arrangements, systems, resources and processes through which we engage people in ‘productive reasoning’ focused upon creating a new future.
The Change Management Toolkit
Colin Carnall, 2003, Thomson
Achievements so far
Unexpected outcomes
Obstacles overcome
….
Seemingly intractable problems
Resources
Team
Direction
Taking Stock
What is going on at the moment?
What works well and what does not?
What is the most convincing diagnosis of the problem?
What alternative solutions are there?
What resources and support are available
Where might the blocks be and how can they be ‘unblocked’
What time-scale and sub-tasks are involved?
How will you manage the process of change?
When will you know to stop?
Consultancy questions
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Steve Outram
Reviewing the situation
Reviewing your business case
Reviewing your change model
Reviewing leadership and management skills
Reviewing team membership
Change pre-conditions – creating a ‘tipping point’•The law of the few•The Stickiness Factor
•Excellence: perceived as best of breed •Uniqueness: clear one-of-a-kind differentiation •Aesthetics: perceived aesthetic appeal •Association: generates positive associations •Engagement: fosters emotional involvement •Expressive value: visible sign of user values •Functional value: addresses functional needs •Nostalgic value: evokes sentimental linkages •Personification: has character, personality •Cost: perceived value for money •distinctiveness
•The Power of Context
Sustaining and embedding innovationsA Good Practice Guide Peter Chatterton 2010• Changing people and culture
• Embedding or aligning with strategies, systems, initiatives and services
• Creating tools and resources
• Creating appropriate organisational structure
• Becoming more business-like and entrepreneurial
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Innovation
Transformationbut no innovation
Innovation& transformation
No transformation and no innovation
Innovation& some transformation
•Business-driven methods e.g. continuous
improvement, BPR & TQM methodologies•Incremental change
•No strong external drivers for change
•Organisational inertia
•Strong drivers for change
•Funding oriented more towards local
transformations•Transformations not
always embedded institutionally
Relationship between innovation and transformation in HE
•HE-specific innovative “change & embedding” processes & techniques
•Long-term “smart” partnerships
(collaboration not competition - schools, faculties, institutions,
employers, sectors, international)
•“Business-like” approaches1 2
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Changing people and culture
• Stakeholder engagement
•Student engagement
•Staff engagement
•Senior staff engagement
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Getting Engaged
Student Impact Model
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Student Project Impact Model Project team Fellow students Individual Staff Department Institution Subject Community Level 1 (no impact)
No project outcomes
Level 2 (Low impact)
Those involved gained an understanding of issues and challenges (e.g. better knowledge of their own approach to learning)
Outcomes were captured and shared with fellow students (e.g. event held, report published, resource created)
Outcomes were captured and shared with individual staff members(e.g. event held, report published, resource created)
Outcomes were captured and shared with department (e.g. event held, report published, resource created)
Outcomes were captured and shared with institution (e.g. event held, report published, resource created)
Outcomes were captured and shared with wider subject community (e.g. event held, report published, resource created)
Level 3 (medium impact)
Used their understanding to mediate personal responses to challenges (e.g. changed and improved approach to learning specific to project focus, with tangible results)
Responses to outcomes by individual students, improving their learning experience (e.g. changed and improved approach to learning by students external to project, specific to project focus, with tangible results)
Responses to outcomes improving individuals’ teaching (e.g. changed and improved teaching specific to project focus, with tangible results)
Departmental response to outcomes (e.g. increased awareness specific to project focus)
Institutional response to outcomes (e.g. increased awareness specific to project focus)
Subject community response to outcomes (e.g. increased awareness in wider community specific to project focus)
Level 4 (high impact) A change in attitude
and awareness impacting on future behaviour (e.g. changed and improved approach to learning in general context of project theme, with tangible results)
Significant and wide reaching impact on students’ learning experience (e.g. changed and improved approach to learning by students external to project, in general context of project theme, with tangible results)
Significant influence on individuals’ teaching practice (e.g. changed and improved teaching practice in general context of project theme, with tangible results)
Change in departmental practice in response to outcomes (e.g. changes in departmental policy/practice specific to project theme)
Change in institutional practice in response to outcomes (e.g. changes in institutional policy/practice specific to project theme)
Impact on subject community agenda (e.g. enhanced attention from wider community specific to project focus)
Who is it for?
What needs developing?
How – workshops, seminars, cascading, mentoring, coaching, shadowing, consultancy
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Capacity Building
So what is the overall institutional vision for OER and what are the accompanying strategies to lead to its realisation?
Embedding or aligning with strategies, systems, initiatives and services
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What lessons have been learned from the last two days about
• Curriculum development processes and OER?
• Staff development and OER?
• Reward and recognition processes?
• Performance development?
• Quality assurance and enhancement?
• And….
Creating appropriate organisational structures
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• Focus on impact – NOT output; NOT outcomes
• What benefits will your OER project bring?
• What value will your OER project add to student and staff experiences?
Becoming more businesslike and entrepreneurial
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Developing a VfM strategy
What is VfM?
What can VfM do for you?
What happens when VfM goes wrong?
What is your VfM strategy?
What is VfM?
A measure of use of resources to achieve a particular outcome
Comprising three elements
Economy
Efficiency
Effectiveness
A powerful force for positive change
What is VfM (cont)?
The Value Chain:-
Theoretically helpful, practically useful… difficult to measure?
Costs (£) Inputs Outputs Outcomes
Efficiency EffectivenessEconomy
Qualitative
Quantitative
Value for Money
When VfM goes wrong
False economies
Cuts in service
Incomparable benchmarks
Rigid targets with unintended outcomes
Number magic
Poor customer involvement
The value chain is key
Steve Outram
Going on from here...
Guidelines for bringing about cultural change
Always link to vision, mission and objectives
Create a sense of urgency and continually reinforce the need for change
The how is as important as the what
Attend to stakeholder issues
Build on the old, step into the new
Generate enabling mechanisms
Act as role models
Create a community of flexible leaders
Insist on collective ownership
Your own website
Your own newsletter
Meetings and more meetings
Showcasing
Consultancy
Social networks
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Keeping People up-to-date
Thank You
Reference
Sustaining and embedding innovations
A Good Practice Guide – Peter Chatterton 2010
See https://sustainembed.pbworks.com/w/page/35752880/Stages%20of%20innovation%20-%20from%20invention%20to%20systemic
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